Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = Games have elements about them that engage users at a high interest level and for a prolonged amount of time.
W = How the incorporated use of such elements may contributed to improved learning outcomes.
L = What have you learned? (we'll do this last one later)
Reflection
Able to maintain interest, where I have a high interest in the area or the presentation was engaging on many different levels.
Level 1, Screen 8
AirNZ 'Hobbit' briefing is certainly an attention grabber. It engages the learner by delivering its message through much loved characters in popular culture. It is also a fantasy in itself in that it strengthens the relationship between NZ and Middle Earth.
It is very effective. It engages the viewer's auditory and visual sensors. The viewer is looking out to spot different peoples.
The theme music is on its own able to gain the attention of a person. The message is very well communicated.
Level 1, Screen 9
Prensky's framework is comprehensive. I am particularly attracted to problem solving and social interaction and their application to improving learning outcomes.
Level 1, Screen 12
Creating a relaxed and comfortable learning environment.
Providing alternative learning paths.
Promote a collaborative approach to solving relevant problems.
Opportunity for students to develop different expertise. They become a in-house expert to be used as a reference by peers.
Level 1, Screen 19
Gamification is applying game elements to non-gaming activities, while GBL is using existing and repurposed games in learning.
Reflection.
Gamification and GBL can heighten interest levels and maintain attention to task. I would need to be careful to keep the rewarding in learning the learning itself and not to promote ability differences among students.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Understanding of Number, Number System and Number Characteristics.
Level 2, Screen 10
That teachers are good at developing learning-needs based resources. By designing resources with students' interest in mind can be engaging, promote collaboration and learning outcomes.
Level 2, Screen 11
A larger mathematics projects that requires content and skills from different disciplines. Individual learners can gain required skills in a non-linear fashion to achieve their learning objective, or at some point join with a peer who has achieved other 'badges' to jointly achieve the learning objectives. This will promote collaboration, create learners with expertise and provide a level of differentiation.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Students can be motivated by the end objective and and encouraged by the social interactions. A sense of responsibility to the group could further motivate learning, promoting also peer learning. Obstacles and challenges may help to encourage diligence and attention to task.
Level 3
Premiers Reading Challenge Reflection
PRC has a low level of engagement in relation to narrative, emotion and relationship. It is very linear yet there is a great disconnect with other learners and a learner's own path over years, despite the awards and medal incentives. It provides no feedback and the end goal is not so tangible.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
GAME BASED LEARNING – MULTIPLICATION
OUTCOMES & AUDIENCE This plan is for Stage 3 students who are motivated by team work and clear goals. Aim is to collaborate to be able to immediately recall multiplication facts, represent numbers, understand their properties and apply understanding of multiplication to less familiar contexts. TIME CONSTRAINTS Allocate a single mathematics period per week for a single term, with opportunity to continue outside of class hours. GAMES ELEMENTS Leadership board, badges, points system, Boss Challenge, quiz (select level), timed challenges, proficiency levels, content unlocking with sequenced tasks. BADGES
FACT RECALL
DERIVED FACTS
APPLICATION OF MULTIPLICATION
SPECIAL NUMBERS & NUMBER PROPERTIES
oREPRESENTING NUMBERS
STRATEGIES
WORKING MATHEMATICALLY
TECHNOLOGICAL SKILLS
Students can compete as individuals, in a pair or in a group of 3. All badges need to be achieved.
ACTIVITIES
Multiplication facts (to 12 x 12)
oSpeed and Accuracy (100 facts in 5 minutes, 97% accuracy) oLeaderboard (weekly sort) o5 min challenge §(create levels) oTop 5 on leaderboard with 3 consecutive achievements (100 facts in 5 minutes, 97% accuracy) may challenge Teacher (or consider match play) oVictory against Teacher = Badge (points per week without another challenger)
Match to balance equations (2 x 6 = 3 x 4)
Derived facts (3 x 5 & 3 x 50)
Strategy: double & half
Strategy: draw an array/picture
Missing multiplicand
Match reciprocal fact
Multiplication (division with remainders)
Strategy Working Backwards (division with remainders)
Strategy: Split (even multiplicand multiplied by half numbers)
Number properties (using multiples of various numbers to solve multiple condition problem
Find two integers that match two conditions (sum & product)
Calculator usage task: generating multiples
Calculator usage task: completing more complex algorithms to balance
Finds three numbers (with and without conditions) with a given product
Square numbers
Cubed numbers
Determine factorial
Strategy: split two–digit numbers
Strategy: compensation, near ten numbers
Estimation task representation
Write a multiplication given a number
Divisibility tests.
10 visual representation of a given number (36, 72, 100) using multiplication
Drawing cubes to scale to represent cubed numbers. (with and without base drawing)
Creating a multiplication chart (in spreadsheet using formulas, conditional formatting)
FUN CHECK – Quiz option
LEVEL
NO OF ITEMS
POINTS / 5 CORRECT ITEMS
A
20
2
B
15
2
C
10
2
Have you filled in the evaluation? Have you found the bonus level content?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = Games have elements about them that engage users at a high interest level and for a prolonged amount of time.
W = How the incorporated use of such elements may contributed to improved learning outcomes.
L = What have you learned? (we'll do this last one later)
Reflection
Able to maintain interest, where I have a high interest in the area or the presentation was engaging on many different levels.Level 1, Screen 8
AirNZ 'Hobbit' briefing is certainly an attention grabber. It engages the learner by delivering its message through much loved characters in popular culture. It is also a fantasy in itself in that it strengthens the relationship between NZ and Middle Earth.
It is very effective. It engages the viewer's auditory and visual sensors. The viewer is looking out to spot different peoples.
The theme music is on its own able to gain the attention of a person. The message is very well communicated.
Level 1, Screen 9
Prensky's framework is comprehensive. I am particularly attracted to problem solving and social interaction and their application to improving learning outcomes.
Level 1, Screen 12
Creating a relaxed and comfortable learning environment.
Providing alternative learning paths.
Promote a collaborative approach to solving relevant problems.
Opportunity for students to develop different expertise. They become a in-house expert to be used as a reference by peers.
Level 1, Screen 19
Gamification is applying game elements to non-gaming activities, while GBL is using existing and repurposed games in learning.
Reflection.
Gamification and GBL can heighten interest levels and maintain attention to task. I would need to be careful to keep the rewarding in learning the learning itself and not to promote ability differences among students.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Understanding of Number, Number System and Number Characteristics.
Level 2, Screen 10
That teachers are good at developing learning-needs based resources. By designing resources with students' interest in mind can be engaging, promote collaboration and learning outcomes.
Level 2, Screen 11
A larger mathematics projects that requires content and skills from different disciplines. Individual learners can gain required skills in a non-linear fashion to achieve their learning objective, or at some point join with a peer who has achieved other 'badges' to jointly achieve the learning objectives. This will promote collaboration, create learners with expertise and provide a level of differentiation.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Students can be motivated by the end objective and and encouraged by the social interactions. A sense of responsibility to the group could further motivate learning, promoting also peer learning. Obstacles and challenges may help to encourage diligence and attention to task.
Level 3
Premiers Reading Challenge Reflection
PRC has a low level of engagement in relation to narrative, emotion and relationship. It is very linear yet there is a great disconnect with other learners and a learner's own path over years, despite the awards and medal incentives. It provides no feedback and the end goal is not so tangible.Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.GAME BASED LEARNING – MULTIPLICATION
OUTCOMES & AUDIENCEThis plan is for Stage 3 students who are motivated by team work and clear goals. Aim is to collaborate to be able to immediately recall multiplication facts, represent numbers, understand their properties and apply understanding of multiplication to less familiar contexts.
TIME CONSTRAINTS
Allocate a single mathematics period per week for a single term, with opportunity to continue outside of class hours.
GAMES ELEMENTS
Leadership board, badges, points system, Boss Challenge, quiz (select level), timed challenges, proficiency levels, content unlocking with sequenced tasks.
BADGES
- FACT RECALL
- DERIVED FACTS
- APPLICATION OF MULTIPLICATION
- SPECIAL NUMBERS & NUMBER PROPERTIES
o REPRESENTING NUMBERSACTIVITIES
- Multiplication facts (to 12 x 12)
o Speed and Accuracy (100 facts in 5 minutes, 97% accuracy)o Leaderboard (weekly sort)
o 5 min challenge
§ (create levels)
o Top 5 on leaderboard with 3 consecutive achievements (100 facts in 5 minutes, 97% accuracy) may challenge Teacher (or consider match play)
o Victory against Teacher = Badge (points per week without another challenger)
Have you filled in the evaluation? Have you found the bonus level content?